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The Quantitative of Art History and Plastic Art Lessons in the Secondary Schools of Turkish Republic of Northern
Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
ARTSEDU 2012
The quantitative of art history and plastic art lessons in the secondary schools of Turkish Republic of Northern Didem Isleka* a
Near East University, , Department of Division of Curriculum and InstructionNicosia, Cyprus
Abstract The purpose of this research is to evaluate the condition analysis of the art history and plastic art lessons in North Cyprus Turkish Republic secondary schools. In this research, the lesson programmes of secondary schools were examined. As a result of this research, it was clear that the importance given to art history and plastic art lessons was not enough. It was also seen that the art lesson hours are limited. Besides this, it was detected that these lessons are only elective. © 2012 Elsevier Ltd.Ltd. Selection and/or peer review under under responsibility of Prof. Dr. AyseAyşe CakirÇakır Ilhan İlhan © 2012Published Publishedbyby Elsevier Selection and/or peer review responsibility of Prof.
Keywords: Art, Art History, Plastic Arts, Art History Education, Plastic Art Education.
1. Introduction It is very difficult to define art which has different roles in human life. There have been so many different definitions so far. Hasol defined art as the creativity by using the excitement and admiration towards beauty (Hasol, 2002). On the other hand Özsoy defined art as some time it is emotional and mental expression, on the other it is an exhibition of feelings, and it is an element of functioning of organising objects ( Özsoy, 2003). According to Tolstoy, art has come out from the need of expressing the feeling and experienced by an individual who want to transfer these as movement, voice , word or image after these come alive in him or her (Tolstoy, 2000). Art's assistance to expression has always been emphasised in all its descriptions. Thanks to this feature, people can express their feelings and thoughts freely. Expression is one of the most important characteristic of art. A person's inner world, his/her images, thoughts and feelings are visualized by art. It is possible to take out this very special inner world, in other words, to express our inner world by art (Buyurgan,2007). Art keep the people away from their daily and meaningless problems by taking out beautiful feelings and thoughts. Besides this “.... individuals gain varied and rich ways of thinking by using art ” (Özsoy, 2003). These differences form a person who thinks, creates and gets into connection with her / his environment. Art is also effective to form productive and creative individuals. Art also improves the skills of having creative thoughts, making straight away and right decisions, evaluating and getting a result instantly (Özsoy, 2003). Creative and productive individuals are needed to form a contemporary society model. In addition to these, art is a connection between the current generation to the former generations, in other words , it is one of the important fields which help the continuity of humanity. This process is done by educating, informing and equipping new generations ( Özsoy, 2003). * Corresponding author. Tel.: +90 392 2236464 E-mail address: [email protected] 1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Ayşe Çakır İlhan doi:10.1016/j.sbspro.2012.08.293
1098
Didem Islek / Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
Art, which has a lot of features like helping individuals to express themselves, forming creative and productive individuals, arousing beautiful emotions, making the connection between people easy, is an inalienable part of human nature. Art which has such importance to people’s life can be made more important in our society by making some new reforms. Firstly, an attempt should be made in education to show the needed necessity about art. The necessary importance will be given to art after making necessary changes in curriculums. The positive effect of curriculum on students cannot be discussed. Curriculum or education programmes show its importance when reaching a goal in each level of education and doing all necessary activities until reaching the goal. (Uzunboylu & Hürsen, 2007). In this research, the lesson programmes of Turkish Republic of Northern Cyprus were examined. During this examination answers were searched to the below questions to reach the aimed goals of this study: 1. Which art content lessons take place in the curriculum? 2. How many hours are the lessons in the field of art history and plastic art (painting, ceramic and sculpture)? 3. Are the lessons of art history and plastic art compulsory or elective? 2.
Methodology Data collection instruments and application
First of all, in order to get enough information about art, art history, plastic art, education and art education, literature review was done. Subjects were analysed in detail literature review. Moreover, to evaluate the situation of art contents lessons in North Cyprus , secondary schools’ curriculum was analysed. 3.
Results
3.1.The quantitative analysis of the Art History Lessons in TRNC’s Secondary Schools When the lesson programmes of Turkish Republic of Northern Cyprus, it was found out that the art lessons are not only limited to two hours in Science, Social Arts, Turkish-Mathematics and Foreign Language Departments in normal secondary schools but also it is elective. Besides this, this lesson is only studied by 10th, 11th and 12th grades. These findings were the same for English Colleges and Anatolian Colleges in which students get ready for universities basically. 3.2.The qualitative analysis of the Plastic Art Lessons in TRNC’s Secondary Schools’ System When the lesson programmes of Turkish Republic of Northern Cyprus, it was found out that plastic art or any related lesson (ceramic, sculpture etc.) do not have a place in the curriculum. In normal colleges, English Colleges and Anatolian Colleges’ lesson programmes only art lesson takes, however, ceramic and sculpture lessons which are the main stepping stone lessons for the education of plastic art do not have a place in the curriculum. Also, the art lessons are not only limited to two hours in Science, Social Arts, and Turkish-Mathematics and Foreign language departments in normal secondary schools. Moreover, like art history lesson, art lesson are elective as well. These findings were the same for English Colleges and Anatolian Colleges. 4.
Discussion & Conclusion
In this research the general situation of art history and plastic art lessons in the secondary schools of Turkish Republic of Northern Cyprus was tried to be found out. In the end of the research it has been found out that art history lessons limited to two hours education duration, also that art lesson is an elective lesson. This fact indicates that the necessary importance is not given to art history and plastic art lessons in the secondary schools of TRNC. Unfortunately, these findings about the art lessons in the education system of North Cyprus cannot be a model for a developing country. TRNC which takes European countries as a model in the fields of politics, economics and social should follow a similar approach to art lessons which take place in European countries as well.
1099
Didem Islek / Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
When the compulsory education programmes of European Union countries was analysed, it was found out that the art education lessons ( painting, music, art history) is a compulsory lesson not only in primary but also in secondary schools of (Gültekin, 2005). When the art education of TRNC is taken into consideration these recommendations below should be put forward: • It could be possible for an individual to acquire art at a necessity level, if art lessons were compulsory like the other lessons .Therefore; a new reform about lesson programmes in the secondary schools of TRN should me made. • Art history and art lessons should be made compulsory in the lesson programmes of secondary schools. • These lessons should be at the equal level like in the field of social and science lessons, and should be done at least for four hours. • In addition to these, some new arrangements should be made which will increase the benefits of art lessons. A new workshop are should be made to increase the benefit of art lessons; due to the lack of necessary equipment for art lessons in current classrooms. These workshops should be equipped with the necessary tools and equipment to meet the needs of art and art history students so they can use these during the lessons. • In conclusion, art history and art lessons should be supported by extracurricular activities. School trips which increase students’ cultural knowledge should be organised. References Buyurgan, S., (2007). Sanat Eğitimi Ve Öğretimi, Ankara: Pegem A Yayıncılık. Gültekin,
M.,(2005).
Türkiye
Ve
Avrupa
Birliği’ne
Üye
Bazı
Ülkelerde
Zorunlu
Eğitim,
Erişim
2009,
from:
http://www.aof.anadolu.edu.tr./kitap/IOLTP/1266/unite05pdf. Hasol, D., (2002). Mimarlık Sözlüğü, İstanbul: Yem Yayıncılık. Özsoy, V., (2003). İlk Ve Ortaöğretim Sanat (Resim) Eğitiminde Müzelerden Ve Sanat Galerilerinden Yararlanma. Milli Eğitim Dergisi, S:158.Ankara. Tolstoy, L,N., (2002), Sanat Nedir?, İstanbul: Şule Yayınları. Uzunboylu, H & Hursen, Ç., (2007).According The Teacher Evulation In Social Information CourseFor Primary Teaching Cypriot Journal Of Educational Sciences. Vol 2, No 2, 96-106.
Class 4 & 5.
Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
ARTSEDU 2012
The quantitative of art history and plastic art lessons in the secondary schools of Turkish Republic of Northern Didem Isleka* a
Near East University, , Department of Division of Curriculum and InstructionNicosia, Cyprus
Abstract The purpose of this research is to evaluate the condition analysis of the art history and plastic art lessons in North Cyprus Turkish Republic secondary schools. In this research, the lesson programmes of secondary schools were examined. As a result of this research, it was clear that the importance given to art history and plastic art lessons was not enough. It was also seen that the art lesson hours are limited. Besides this, it was detected that these lessons are only elective. © 2012 Elsevier Ltd.Ltd. Selection and/or peer review under under responsibility of Prof. Dr. AyseAyşe CakirÇakır Ilhan İlhan © 2012Published Publishedbyby Elsevier Selection and/or peer review responsibility of Prof.
Keywords: Art, Art History, Plastic Arts, Art History Education, Plastic Art Education.
1. Introduction It is very difficult to define art which has different roles in human life. There have been so many different definitions so far. Hasol defined art as the creativity by using the excitement and admiration towards beauty (Hasol, 2002). On the other hand Özsoy defined art as some time it is emotional and mental expression, on the other it is an exhibition of feelings, and it is an element of functioning of organising objects ( Özsoy, 2003). According to Tolstoy, art has come out from the need of expressing the feeling and experienced by an individual who want to transfer these as movement, voice , word or image after these come alive in him or her (Tolstoy, 2000). Art's assistance to expression has always been emphasised in all its descriptions. Thanks to this feature, people can express their feelings and thoughts freely. Expression is one of the most important characteristic of art. A person's inner world, his/her images, thoughts and feelings are visualized by art. It is possible to take out this very special inner world, in other words, to express our inner world by art (Buyurgan,2007). Art keep the people away from their daily and meaningless problems by taking out beautiful feelings and thoughts. Besides this “.... individuals gain varied and rich ways of thinking by using art ” (Özsoy, 2003). These differences form a person who thinks, creates and gets into connection with her / his environment. Art is also effective to form productive and creative individuals. Art also improves the skills of having creative thoughts, making straight away and right decisions, evaluating and getting a result instantly (Özsoy, 2003). Creative and productive individuals are needed to form a contemporary society model. In addition to these, art is a connection between the current generation to the former generations, in other words , it is one of the important fields which help the continuity of humanity. This process is done by educating, informing and equipping new generations ( Özsoy, 2003). * Corresponding author. Tel.: +90 392 2236464 E-mail address: [email protected] 1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Ayşe Çakır İlhan doi:10.1016/j.sbspro.2012.08.293
1098
Didem Islek / Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
Art, which has a lot of features like helping individuals to express themselves, forming creative and productive individuals, arousing beautiful emotions, making the connection between people easy, is an inalienable part of human nature. Art which has such importance to people’s life can be made more important in our society by making some new reforms. Firstly, an attempt should be made in education to show the needed necessity about art. The necessary importance will be given to art after making necessary changes in curriculums. The positive effect of curriculum on students cannot be discussed. Curriculum or education programmes show its importance when reaching a goal in each level of education and doing all necessary activities until reaching the goal. (Uzunboylu & Hürsen, 2007). In this research, the lesson programmes of Turkish Republic of Northern Cyprus were examined. During this examination answers were searched to the below questions to reach the aimed goals of this study: 1. Which art content lessons take place in the curriculum? 2. How many hours are the lessons in the field of art history and plastic art (painting, ceramic and sculpture)? 3. Are the lessons of art history and plastic art compulsory or elective? 2.
Methodology Data collection instruments and application
First of all, in order to get enough information about art, art history, plastic art, education and art education, literature review was done. Subjects were analysed in detail literature review. Moreover, to evaluate the situation of art contents lessons in North Cyprus , secondary schools’ curriculum was analysed. 3.
Results
3.1.The quantitative analysis of the Art History Lessons in TRNC’s Secondary Schools When the lesson programmes of Turkish Republic of Northern Cyprus, it was found out that the art lessons are not only limited to two hours in Science, Social Arts, Turkish-Mathematics and Foreign Language Departments in normal secondary schools but also it is elective. Besides this, this lesson is only studied by 10th, 11th and 12th grades. These findings were the same for English Colleges and Anatolian Colleges in which students get ready for universities basically. 3.2.The qualitative analysis of the Plastic Art Lessons in TRNC’s Secondary Schools’ System When the lesson programmes of Turkish Republic of Northern Cyprus, it was found out that plastic art or any related lesson (ceramic, sculpture etc.) do not have a place in the curriculum. In normal colleges, English Colleges and Anatolian Colleges’ lesson programmes only art lesson takes, however, ceramic and sculpture lessons which are the main stepping stone lessons for the education of plastic art do not have a place in the curriculum. Also, the art lessons are not only limited to two hours in Science, Social Arts, and Turkish-Mathematics and Foreign language departments in normal secondary schools. Moreover, like art history lesson, art lesson are elective as well. These findings were the same for English Colleges and Anatolian Colleges. 4.
Discussion & Conclusion
In this research the general situation of art history and plastic art lessons in the secondary schools of Turkish Republic of Northern Cyprus was tried to be found out. In the end of the research it has been found out that art history lessons limited to two hours education duration, also that art lesson is an elective lesson. This fact indicates that the necessary importance is not given to art history and plastic art lessons in the secondary schools of TRNC. Unfortunately, these findings about the art lessons in the education system of North Cyprus cannot be a model for a developing country. TRNC which takes European countries as a model in the fields of politics, economics and social should follow a similar approach to art lessons which take place in European countries as well.
1099
Didem Islek / Procedia - Social and Behavioral Sciences 51 (2012) 1097 – 1099
When the compulsory education programmes of European Union countries was analysed, it was found out that the art education lessons ( painting, music, art history) is a compulsory lesson not only in primary but also in secondary schools of (Gültekin, 2005). When the art education of TRNC is taken into consideration these recommendations below should be put forward: • It could be possible for an individual to acquire art at a necessity level, if art lessons were compulsory like the other lessons .Therefore; a new reform about lesson programmes in the secondary schools of TRN should me made. • Art history and art lessons should be made compulsory in the lesson programmes of secondary schools. • These lessons should be at the equal level like in the field of social and science lessons, and should be done at least for four hours. • In addition to these, some new arrangements should be made which will increase the benefits of art lessons. A new workshop are should be made to increase the benefit of art lessons; due to the lack of necessary equipment for art lessons in current classrooms. These workshops should be equipped with the necessary tools and equipment to meet the needs of art and art history students so they can use these during the lessons. • In conclusion, art history and art lessons should be supported by extracurricular activities. School trips which increase students’ cultural knowledge should be organised. References Buyurgan, S., (2007). Sanat Eğitimi Ve Öğretimi, Ankara: Pegem A Yayıncılık. Gültekin,
M.,(2005).
Türkiye
Ve
Avrupa
Birliği’ne
Üye
Bazı
Ülkelerde
Zorunlu
Eğitim,
Erişim
2009,
from:
http://www.aof.anadolu.edu.tr./kitap/IOLTP/1266/unite05pdf. Hasol, D., (2002). Mimarlık Sözlüğü, İstanbul: Yem Yayıncılık. Özsoy, V., (2003). İlk Ve Ortaöğretim Sanat (Resim) Eğitiminde Müzelerden Ve Sanat Galerilerinden Yararlanma. Milli Eğitim Dergisi, S:158.Ankara. Tolstoy, L,N., (2002), Sanat Nedir?, İstanbul: Şule Yayınları. Uzunboylu, H & Hursen, Ç., (2007).According The Teacher Evulation In Social Information CourseFor Primary Teaching Cypriot Journal Of Educational Sciences. Vol 2, No 2, 96-106.
Class 4 & 5.